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Task 1

﻿The safeguarding of children is paramount, therefore the Government have put in place numerous legislations through parliament to help prevent harm to children and young people. These legislations are referred to as Acts and are legally binding and have to be adhered to. One of the Acts is the Children Act 2004, which indentifies the responsibilities of both professionals and carers to ensure the safety of children. The Education Act 2002, covers local education authorities and all those who work, lead or govern a school or an educational establishment and sets out their responsibilities to ensure appropriate arrangements are in place to safeguard and promote the welfare of children. The Children Act 2002 provides the legislative spine for the "Every Child Matters" programme with its main aim being to aid co-operation and data sharing by all professionals that may be involved in a child's welfare situation. Another Act is the Disability Discrimination Act 1995, this Act is the to ensure that irrespective of disability all children and young people are entitled to and should have access to the same educational rights and be treated fairly and equally. Kids.org.uk vision is “A world in which all disabled children and young people realise their aspirations and their right to an inclusive community which supports them and their families”.

In addition to the Acts the Government have also published guidelines that provide additional information to assist organisations. These are the 'Working Together to Safeguard Children 2013', which provides guidance for organisations to follow on how to work together to safeguard children and young people and the 'What to do if you're worried a child is being abused' (2006), which includes detailed guidelines on procedures that should be in place and followed when concerns are raised relating to the safeguarding of children. Another Statutory guidance published by the Government is SEND (special educational needs and...

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...The importance of completing assigned tasks in the military is forged in basic training, back in reception when you are handed your blue book. It is stated in the warrior ethos: I will never quit, I will never accept defeat. Total obedience is hammered into our brains through physical and mental stress and tasks that are assigned are expected to be completed without a second thought running through my head. The chain of command and for that matter the entire military is fundamentally built upon total obedience; if a superior tells you to do something you do it, without question. Not completing an assigned task associates down to the basic ground level that is visualized in the warrior ethos that was handed down to you by your Drill Sergeant on day one in your blue book so that you can learn and understand so one day you can defend this country when they step down. I failed to complete my assigned task to create a new platoon motto that was assigned to me. I have let down my peers and my supervisors. Not completing a task could equate to almost anything such as pushing out those last few repetitions of pushups or sprinting that last stretch on your run, keeping accountability of sensitive items, following orders given to you by your superior so chaos will not follow, not focusing and using the four fundamentals of Basic Rifle Marksmanship while qualifying, or not paying attention to or bothering to give...

...
Running Head: Time Cost, Task-Switching, Repeating TasksTask Switching Cost’s Time
Brooklyn College City University of New York
Abstract
A replication of Task Switching Monsell 2003 experiment was done, which predicts a time cost when switching tasks. 18 participants had to complete 100 randomized trials, switching between task-repeat and task-switching trials. Reaction Times (RT) were recorded and reflected by experimenters, to determine that there is a time cost involved when switching tasks as opposed to repeating the same task.
Task-Switching Costs Time
Many people take pride in the fact that they can multitask. A study “Task Switching” conducted by Monsell concluded that multitasking, or switching between tasks actually costs us time. Our brain is complicated machinery, which requires a specific program for a specific task to be loaded in to our computer, the brain, to complete a task. Switching between tasks takes more time than repeating the same task.
Monsell demonstrated that when presented with one task, our brain responds faster in completing the task, rather than switching between tasks. In a task-switching experiment subjects are first pretrained on two...

...Written Task 2
ONLY HL
Written tasks
One of the tasks submitted for external
assessment must be based on a literary text
studied in part 3or part 4 of the course.
(The Awakening, Katherine Mansfield short
stories, Sylvia Plath Poetry, A Doll’s House,
Interpreter of Maladies ss and Pride and
Prejudice)
The other must be based on material studied in
the language option ( Media and
Advertisement).
Formal requirements for tasks 2
One of the tasks submitted for external
assessment must be a critical response to one
of 6 prescribed questions
Aims of task 2
to consider in greater detail the material studied in the
different parts of the language A: language and literature
course
 to reflect and question in greater depth the values,
beliefs and attitudes that are implied in the texts Studied
to encourage students to view texts in a number of ways
 to enable students to give an individual response to the
way in which texts can be understood in the light of the
prescribed questions.
Outline
A rationale is not included with task 2. Instead,
students are expected to complete an outline
This outline must be completed in class time and
must include:
1. the prescribed question that has been chosen
2. the title of the text(s) for analysis
3. the part of the course to which the task refers
4. three or four key points that explain the...

...Rock’n Bands[1]
A Project Management Decision-Making Game
“Around the world or around the block,
Everywhere I go, the kids wanna rock”[2]
Your company, Planners 'R Us, specializes in effectively managing projects. Previous experience has involved conference management systems, commercial construction, and software development projects.
A new, intriguing project offers another opportunity to apply your project management expertise. The university you just graduated from wishes to put together a music festival, “Rock’n Bands”. This will feature a number of top music groups, and should attract interest from students, local residents, and music fans throughout the region.
Your company has met with University officials to develop a list of activities required to make Rock’n Bands a reality. The list on Page 2 includes twelve activities as well as their durations and immediate predecessors. The project plan is also described visually on page 2 with a network diagram. The subscripts on each activity denote the number of weeks of work that activity is expected to require. Arrows denote the order of activities. For instance, activity E cannot be started until activity A is completed, and activity H cannot be started until both C and D are complete. The start and end nodes are dummy nodes and do not need to be worked on. Note that at the beginning of the project, activities A, C and D are available to start working on, as they have no predecessor...

...written tasks, if they want to?
Yes. Students may write as many tasks as they wish. However, teachers have some say in how many tasks they will give first draft feedback for, above the required minimum; it is not reasonable for students to submit many extra tasks and expect repeated feedback. Nor is it acceptable for students to repeatedly submit ”extra” tasks that are in fact slightly altered versions of the same material. Teachers should approach the creation of written tasks as an exercise, and accustom students to the idea that designing and producing documents in the target language is a part of the teaching and learning process.
Can teachers choose the tasks that will be submitted to the IB for examination?
No. The student is responsible, with the teacher, for deciding what their assessment portfolio should contain.
Do all the students have to submit tasks on the same topic and text, or can a class of students each submit a different combination of tasks (so they can all select their “best” pieces)?
Students decide which written tasks they will submit for assessment. Teachers may not direct or control their selection.
How much guidance can a teacher give the students? Is it acceptable for the teacher to tell the students to produce a written task on a particular area of study, or using a particular text type?...

...﻿1. Determine the expected completion time for each of the ten project activities,
entering all your answers in Table 1.1 and showing all your work.
a. Determine the variance for each project activity to two decimal places, entering
all your answers in Table 1.1 and showing all of your work.
A= Optimistic completion time
B= Pessimistic completion time
M=The most likely completion time
Expected time to complete: t=(a+4m+b)/6
Variance: ∂^2=((b-a)/6)^2
2. Prepare a PERT chart (network diagram) and identify the critical path for project
completion, using your calculated values from part A.
3. Determine each of the following, showing all of your work or reasoning:
Note: Referencing a value in the PERT chart is not considered showing work. Please
explain how the value was determined for each of the following.
a. Expected duration of the entire project
a. The expected duration of the entire project is 33.5 weeks. Based on the latest finish times, task J will take the longest at 33.5 weeks. (Latest start time + duration = 33.5 weeks 30 + 3.5 = 33.5 weeks)
b. Slack for project task A
a. The slack for task A is 6.5 weeks. The Latest start – the Earliest start (6.5 – 0=6.5)
c. Slack for project task H
a. The slack for task H is 0.5 weeks. The Latest Start – The Earliest Start (19-18.5=0.5)
d. The week project task F is scheduled to start...

...Unit 1: Manage Own Performance in a Business Environment
The purpose of guidelines and procedures is so that you know what has to be done and how it has to be done. Therefore there is less chance of making mistakes. For example at Shevington High School there are rules and guidelines for the daily and weekly banking. (See attached document)
The purpose of codes of practice is to establish clear and mutual expectations. This helps to minimise the risks and problems of personal difficulties, problems with supervision or bad performance.
Planning work can therefore be a vital part of your job. By making a plan you can consider all the tasks that need completing, make a rough estimate of how much time each of the tasks will take to complete, work out which tasks need completing before others, and what resources or help you will need to complete the task. By taking time to plan out your work may actually improve your productivity and efficiency levels, with this you can also monitor your own progress. For example when I arrive at work, I check my emails, get the money out of the safe and then Julia; the finance manager will delegate jobs for me to get on with. I would then make a to do list so that I do not forget what has been asked of me. I will make a list in order of importance. However have to ensure that I allow time for any unexpected tasks as the finance office can get very busy...

...areas in which students can complete simple tasks that support and reinforce material that is being taught in the classroom. Say, for example a class is learning about plant life. The teacher lectures on the topic and has a whole class activity that is to be completed by the end of the week. Learning centers can reinforce this topic across a wide variety of subjects. There could be a writing center in which students are given a topic such as the stages of plant growth. A math center which might include counting seeds or other plant related material and a science center that could outline the stages of plant growth would reinforce material covered in large group instruction. There could be a computer learning center where there might be a matching game, where students match stages of a plant’s life cycle with vocabulary words. Throughout all of these activities, rules of behavior would be of utmost importance. Small group activities such as these learning centers usually have minimal teacher supervision. Here is a situation in which behavioral expectations are crucial. Rules such as stay in your assigned area, complete the assigned task and assist peers in your station would be critical for students to understand.
Cooperative learning groups are the second topic that will be covered. This is similar to learning centers in that students would need to assist their peers within the group, stay in their assigned groups and complete the...